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|عنوان فارسی مقاله:||تحلیلی در مورد باور های انگیزشی و نگرشی در دانشجویان دوره کارشناسی در زمینه یادگیری زبان|
|عنوان انگلیسی مقاله:||An Analysis on Motivational Beliefs and Attitudes of Undergraduates Regarding Learning English|
|رشته های مرتبط:||علوم تربیتی و روانشناسی، مدیریت و برنامه ریزی آموزشی، روانشناسی عمومی|
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Attitudes and motivational beliefs are seen as an essential prerequisite for language learning so both of them should be taken into consideration through this process. The study was designed to investigate the undergraduates’ motivational beliefs and attitudes regarding learning English in terms of gender, grades and department variables. A total of 447 undergraduates participated in this research study. The measuring instruments used were ‘Attitudes towards English Scale’ that focused on the attitudes towards learning English and ‘Motivated Strategies for Learning Questionnaire’ specifically on self-regulatory strategies and motivational beliefs. The data collected were computed and analyzed via Pearson correlation, t-test, and one-way ANOVA. The findings of the study were generalized in the way that follows: one of the findings of the study is that there is significant correlation between the undergraduates’ motivational strategies and the attitudes but not self regulation. There is not significant difference on motivational strategies and attitudes regarding learning English in terms of gender and grades. There is significant difference between undergraduates’ motivational strategies and the attitudes according to their faculties. Some useful implications are discussed based on the research findings in order to help provide possible further solutions towards the English language learning.
If went through a considerable number of research investigating the matter of learning English in Turkey, it would be quite obvious to see that teaching English have happened to continue to be a problem since the very first time it became the foreign language taught in schools. The only thing certain is that there is a problem; however, it can be said that this problem is perceived as a teaching problem resulting from the selection of methods, strategies, techniques or materials, which causes a debate heavily on which method would guarantee the best result. On the other hand, if this problem could be taken from the learners’ side that would surely have us discusses the efficiency of the learning. This efficiency can be achieved through active learning. Açıkgöz (2007) describes active learning as a learning process where the learner takes responsibility of his own learning and where he/she is given the opportunity to make decisions regarding different aspects of the learning process and self-regulate; and, the learner is forced to use his/her mental abilities through complex instructional tasks. Zimmerman (2002) means here by selfregulation that it is a way of proactive learning in which learners’ mental abilities are transformed into academic skills, rather than viewing learning as a mere reaction to teaching. Zimmerman (1989) also refers to self-regulation as participating in their own learning actively in terms of metacognition, motivation and behavior. This can throw a light upon the problems encountered when teaching English in Turkey. A language learner may not have an already existing interest in or background to the task at hand. Similarly, two language learners in an English language class will have different levels of proficiency at the end of the instruction. So, the instructor in the class has a responsibility to reinforce self-regulatory skills of learners and help them self-regulate. Zimmerman (2008) puts forward that motivation is also an important factor in learners’ progress besides self-regulation. That seems to be automatically proven; because one should want to self-regulate before he/she can actually do so. According to Nakata (2010), instructors should know their students’ language learning history, preferred learning styles and strategies, and attitude toward language learning, motivational beliefs, etc. by putting forward that instructors and learners must trust each other because of the fact that students tend to adopt skeptical feelings and attitudes when introduced new teaching practices by their instructors. Nakata (2010) also suggests that lack of motivation can be eliminated by helping learners find meaning in the learning process. Similarly, Kuhl (2000) refers to motivation as the problem child of psychology and suggests that motivation doesn’t always get the credit it actually deserves and motivation is something more than just goals or other cognitive representation, such as expectations, beliefs, and values. That urges us to go deeper into the problem of language learning in Turkey along with self-regulation, motivational beliefs, attitude and the relation of these to language learning.